Brandy BorgComprehension Strategy LessonStandard: CCSS.MATH.CONTENT.8.EE.B.5Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.Learning Objective: Students will be able to identify what slope is, how to find slope and real world uses of slope.Resources: Cody, Crane. (2014, May 5). Splashdown!. Scholastic Math, 34-12, 4-5. Learning Plan:Students will read the article Splashdown! to initiate and build on prior knowledge. The will read to a partner, 50/50 read. After the reading, we will have a class discussion about the information in the blue box. This will help us identify what slope is. Next, I would explain the waterslide diagram labeled Verruckts Highs and Lows and the points on it. Using the think, pair and share technique, I would have students think about the questions in the little blue boxes by themselves. After about 5 minutes of individual work, then students would pair up and discuss the questions together. To finish up the class period, we would come back together as a class and discuss the answers of the blue box questions.Engagement of All Learners:In regards to engaging all the learners in my classroom, I feel that the use of partner reading will allow students to assist each other in reading. This will account for those who are ELL or struggling readers; they will have the support of another reader. Also, I am using different methods of communication, such as visual (with the diagrams), verbal (class discussion) and reading (partner reading) to connect with students of different abilities.Assessment Ideas:There are two forms of informal assessments that I would implement in this lesson. The first would be listening to the students partner discussion during class time. I feel that moving around the class and listening in on the discussions would allow me to hear what they understand about slope. If the students are stuck on an idea or concept, then I could help intervene during this time. The second method is the use of an exit ticket. Having students write down a sentence about slope would be an informative way for me to evaluate if the students have grasped the term. If there are students that dont have very meaningful sentences (despite their writing abilities) then I can gauge any misconceptions or lack of understanding the students have from their sentences.

Comprehension Strategy Lesson Scholastic Math. Splashdown!. May 5, 2014. Vol. 34. No. 12 Page 4-5